Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills Malaysian schools. ESL learners then may overlook variety meanings that a word spelling can offer. This research aims to describe effects explicit approach on 30 Form Two (eighth grade) students from suburban school Ipoh, Perak, Malaysia. A descrip...

 EFL learners may advocate the desire to have a fulfilling experience while doing tasks rather than focus solely on finishing them. However, learners' perspectives have been virtually ignored in the classroom task implementation. Thus, the current study attempted to explore the perceptions of Iranian EFL learners towards listening pre-tasks in motivational and cognitive strategies instruction a...

The purpose of this article is to evaluate the role that colonization played in language education policy and illustrate the need for first language instruction. Using postcolonial scholar Franz Fanon, the reasons for and consequences of using a second language medium of instruction in postcolonial nations are explored. Colonial languages were used to reinforce the imperialistic goals of ...

this study examines the educational ideas of zoroastrianism based on gathas. for achieving this purpose, the conclusion method has been used; firstly, zoroaster has been introduced then the philosophical foundations of the religion have been formulized in the form of ideal human being and his/her features. finally, the implications of these foundations are presented in the form of educational c...

The current study, setting a two-fold goal, attempted to see whether the preemptive focus on form (FonF) under either planned or unplanned conditions could contribute to increasing lexical diversity in written narratives and, second, to find whether there was a trade-off between the lexical diversity and accuracy. To this end, 32 beginner learners were selected following a Quick Oxford Placemen...

Long’s Interactional Input Hypothesis and Smith’s Input Enhancement Hypothesis hold both foci on Zellig Harris's (1976) formalist approach. Accordingly, the pivotal role of learner’s attention as one of the subcomponents of focus-on-form approach may have confused instruction types. However, whether such learning theories on drawing learners' attention on target language forms suit all types of...